When do supervising physicians decide to entrust residents with unsupervised tasks?
about
Toward a research agenda for competency-based medical education.The patient handoff: a comprehensive curricular blueprint for resident education to improve continuity of care.Understanding the determinants of antimicrobial prescribing within hospitals: the role of "prescribing etiquette"Progressive Surgical Autonomy in a Plastic Surgery Resident Clinic.Training gaps for pediatric residents planning a career in primary care: a qualitative and quantitative study.Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activitiesProgressive Independence in Clinical Training: Perspectives of a National, Multispecialty Panel of Residents and Fellows.Behavioral specification of the entrustment process.Essential facets of competence that enable trust in graduates: a delphi study among physician educators in the NetherlandsIdentifying entrustable professional activities in internal medicine training.Competency-based education, entrustable professional activities, and the power of language.Transforming primary care training--patient-centered medical home entrustable professional activities for internal medicine residents.Participation and experience of third-year medical students in handoffs: time to sign out?Using peers to assess handoffs: a pilot study.Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries.Entrustable professional activities - visualization of competencies in postgraduate training. Position paper of the Committee on Postgraduate Medical Training of the German Society for Medical Education (GMA).Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual modelUnderstanding trust as an essential element of trainee supervision and learning in the workplace.Workplace-Based Assessment of Internal Medicine Resident Diagnostic Accuracy.Entrustment of the on-call senior medical resident role: implications for patient safety and collective care.Preparing anesthesiology faculty for competency-based medical education.Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation.Ready, steady, go! What do histopathology trainees think they need from training to enable them to develop autonomy in surgical pathology reporting?How clinical supervisors develop trust in their trainees: a qualitative study.Ownership of patient care: a behavioural definition and stepwise approach to diagnosing problems in traineesWhat makes a "great resident": the resident perspective.The next steps in competency-based medical education: milestones, entrustable professional activities and observable practice activitiesEvaluation of perceived and actual competency in a family medicine objective structured clinical examinationFrameworks for learner assessment in medicine: AMEE Guide No. 78.An argument-based approach to the validation of UHTRUST: can we measure how recent graduates can be trusted with unfamiliar tasks?Use of Entrustable Professional Activities in the Assessment of Surgical Resident Competency.Elevating the value of direct observation for learning: the limits of autonomy.Technical mentorship during robot-assisted surgery: a cognitive analysis.Promoting Resident Autonomy During Family-Centered Rounds: A Qualitative Study of Resident, Hospitalist, and Subspecialty Physicians.Understanding ownership of patient care: A dual-site qualitative study of faculty and residents from medicine and psychiatry.Differences between medical student and faculty perceptions of the competencies needed for the first year of residency.Nuance and Noise: Lessons Learned From Longitudinal Aggregated Assessment Data.Emotions and assessment: considerations for rater-based judgements of entrustment.'The other right': control strategies and the role of language use in laparoscopic training.GP supervisors' experience in supporting self-regulated learning: a balancing act.
P2860
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P2860
When do supervising physicians decide to entrust residents with unsupervised tasks?
description
2010 nî lūn-bûn
@nan
2010年の論文
@ja
2010年学术文章
@wuu
2010年学术文章
@zh-cn
2010年学术文章
@zh-hans
2010年学术文章
@zh-my
2010年学术文章
@zh-sg
2010年學術文章
@yue
2010年學術文章
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2010年學術文章
@zh-hant
name
When do supervising physicians decide to entrust residents with unsupervised tasks?
@en
When do supervising physicians decide to entrust residents with unsupervised tasks?
@nl
type
label
When do supervising physicians decide to entrust residents with unsupervised tasks?
@en
When do supervising physicians decide to entrust residents with unsupervised tasks?
@nl
prefLabel
When do supervising physicians decide to entrust residents with unsupervised tasks?
@en
When do supervising physicians decide to entrust residents with unsupervised tasks?
@nl
P50
P1433
P1476
When do supervising physicians decide to entrust residents with unsupervised tasks?
@en
P2093
Anneke Sterkenburg
Mathieu Gielen
P304
P356
10.1097/ACM.0B013E3181EAB0EC
P407
P577
2010-09-01T00:00:00Z